Effects of an Educational Experience Incorporating an Inventory of Factors Potentially Influencing Student Acceptance of Biological Evolution

Autor/inn/en	Wiles, Jason R.; Alters, Brian
Titel	Effects of an Educational Experience Incorporating an Inventory of Factors Potentially Influencing Student Acceptance of Biological Evolution
Quelle	In: International Journal of Science Education, 33 (2011) 18, S.2559-2585 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2011.565522
Schlagwörter	Evolution; Qualitative Research; Educational Experience; Biology; Investigations; Science Education; Pretests Posttests; Student Attitudes; Secondary School Students; High Schools; Interdisciplinary Approach; Longitudinal Studies; Religion; Arkansas + Suchen Sie Ihr Suchwort? Qualitative Forschung; Bildungserfahrung; Biologie; Untersuchung; Naturwissenschaftliche Bildung; Schülerverhalten; Sekundarschüler; High school; Oberschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This investigation provides an extensive review of scientific, religious, and otherwise non-scientific factors that may influence student acceptance of biological evolution. We also measure the extent to which students' levels of acceptance changed following an educational experience designed to address an inclusive inventory of factors identified as potentially affecting student acceptance of evolution (n = 81, pre-test/post-test) n = 37, one-year longitudinal). Acceptance of evolution was measured using the Measure of Acceptance of the Theory of Evolution (MATE) instrument among participants enrolled in a secondary-level academic programme during the summer prior to their final year of high school and as they transitioned to the post-secondary level. Student acceptance of evolution was measured to be significantly higher than initial levels both immediately following and over one year after the educational experience. Results reported herein carry implications for future quantitative and qualitative research as well as for cross-disciplinary instruction plans related to evolutionary science and non-scientific factors which may influence student understanding of evolution. (Contains 1 note, 2 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10